Muskogee County Head Start/Early Head Start
2015-2016
SCHOOL READINESS GOALS – MOBILE INFANT
The Muskogee County Head Start and Early Head Start program is based on the premise that all children
share certain individual needs and the program is designed to offer a comprehensive developmental
program that can meet those needs. Our philosophy is that the child’s entire family, as well as the
community, be invited to partner and be involved in the program. The program is designed to focus on
the healthy, comprehensive development of infants, toddlers, and preschoolers and to assist and support
parents in their primary role as educators of their children. An overall goal of Muskogee County Head
Start and Early Head Start is to bring about a greater degree of school readiness by providing a high
quality learning environment and comprehensive services. By providing support and resources, children
get a “head start” as an infant and continue to receive support education until they enter public school.
The following excerpt is from the Office of Head Start’s Approach to School Readiness Overview:
The Head Start Approach to School Readiness means that children are ready for school,
families are ready to support their children’s learning, and schools are ready for children.
Historically, Head Start often has led the early childhood field with a strong, clear, and
comprehensive focus on all aspects of healthy development, including physical, cognitive,
social and emotional development, all of which are essential to children getting ready for
school. All agencies are required to establish school readiness goals which are defined as
“the expectations of children’s status and progress across domains of language and literacy
development, cognition and general knowledge, approaches to learning, physical health and
well-being and motor development, and social and emotional development that will improve
readiness for kindergarten goals” and that “appropriately reflect the ages of children, birth to
five, participating in the program” (45 CFR Chapter XIII Head Start Regulation Part 1307.2
and 1307.3 (b)(1)(i), as amended). Head Start views school readiness as children possessing
the skills, knowledge, and attitudes necessary for success in school and for later learning and
life.
For parents and families, school readiness means they are engaged in the long-term, lifelong
success of their child. Head Start recognizes that parents are their children’s primary teachers
and advocates. Programs are required to consult with parents in establishing school readiness
goals (45 CFR 1307.3 (b) (1) (iii), as amended). As Head Start programs and schools work
Muskogee County Head Start/Early Head Start School Readiness Goals
2015/2016
together to promote school readiness and to engage families as their children make the
transition to kindergarten, schools will be ready for children.
The Head Start Approach to School Readiness encompasses three major frameworks that
promote an understanding of school readiness for parents and families, infants/toddlers, and
preschoolers. The three frameworks and their accompanying graphics provide the foundation
for implementing systemic and integrated comprehensive child development services and
family engagement efforts that lead to school readiness for young children and families.
Following are the School Readiness Goals for Muskogee County Head Start and Early Head Start
(including Pregnant Women) which include Teaching Strategies Gold© and Parent, Family, and
Community Engagement (PFCE) Indicators:
Approaches to Learning
Children will demonstrate a variety of approaches and critical thinking skills when problem solving,
persistence and sustained attention when working with materials, activities and information.
Remembering where to find favorite toys or books if they are always kept in the same
place; and actively exploring interactions with other people, a variety of materials in the
Mobile Infant environment, and their own changing physical capacities; maintaining interest in
interactions or explorations during waking hours, such as sitting in an adult's lap and
listening to all of a simple book.
Parents will be encouraged to provide input into the curriculum study topics and their
PFCE
child’s individualization, and staff will share information on child development and
educational goals.
Social and Emotional Development
Children will display levels of attention, emotion, and behaviors in the classroom that are appropriate to
the situation and supports available and will learn and internalize classroom rules, routines, and
directions.
Anticipating and participating in home and classroom routines and following rules as
directed, (e.g., clearing dishes from the table after meals, walking to the changing table
Mobile Infant for a diaper changes, and brushing teeth after eating); sometimes being able to soothe
with thumb sucking or a comforting toy, sometimes with an adult's support. As they
near 18 months, they begin to lose some control and may tantrum when distressed.
Parents will be encouraged to participate in parent/teacher conferences, parent meetings,
PFCE
home visits and social emotional screenings.
Cognition and General Knowledge
Children will begin to develop and use thinking skills to recognize and recall life and daily experiences in
the classroom and in a social setting by investigating, predicting, and experimenting through senses and
play.
Using understanding of cause and effect to prevent events and solve problems (e.g.,
building a block tower and knocking it down; using a jack-in-the-box; and dropping
objects repeatedly off the side of the table); categorizing, matching, and ordering some
Mobile Infant
objects, such as piling toy animals together, matching socks, putting red blocks together,
organizing three objects from small to large with help; and using tools to solve
problems.
Parents will be provided information about age appropriate activities through the
PFCE
development of study topics and ways to use them at home.
Language and Literacy Development
Muskogee County Head Start/Early Head Start School Readiness Goals
2015/2016
Children will demonstrate expressive and receptive language skills and communicate strategies in their
home language/s (may be English or other language/s), and will begin to learn and demonstrate how print
works.
Incorporating and increasing number of non-verbal communications, such as pointing,
head turning, hand motions; beginning to use proto words (such as wa-wa for water);
making the transition to spoken language, using the names of objects, activities, and
Mobile Infant
friends; making sounds when looking at pictures in books; turning pages of a book;
recognizing a favorite book by its cover; scribbling with a crayon; and pretending to
read environmental print.
Dual
Children will demonstrate continued competency in their home language while
Language
increasing their ability to understand and speak English.
Learners
Parents will be provided information about age appropriate literature and language
PFCE
experiences.
Physical Development and Health
Children will perform complex movements, sustain balance, demonstrate control of small muscles, and
identify and practice healthy and safe habits while participating in the classroom with peers, and during
play and games.
Using hands to play with toys and tools according to hand and body movements; may
include anticipating washing hands before and after eating and brushing teeth; moving
Mobile Infant in a variety of ways, such as cruising, walking, and toddling; and climbing and moving
from one position to another while maintaining balance and coordinating body
movements.
Parents will gain knowledge of their child's basic health needs and the impact on
PFCE
learning and development.
From the National Association for the Education of Young Children the following Twelve Principles of
Child Development and Learning that Inform Practice is interwoven in the Muskogee County Head Start
and Early Head Start goals and approach:
1.
2.
3.
4.
5.
6.
All areas of development and learning are important.
Learning and development follow sequences.
Development and learning proceed at varying rates.
Development and learning result from an interaction of maturation and experience.
Early experiences have profound effects on development and learning.
Development proceeds toward greater complexity, self-regulation, and symbolic or
representational capacities.
7. Children develop best when they have secure relationships.
8. Development and learning occur in and are influenced by multiple social and cultural
contexts.
9. Children learn in a variety of ways.
10. Play is an important vehicle for developing self-regulation and promoting language,
cognition, and social competence.
11. Development and learning advance when children are challenged.
12. Children’s experiences shape their motivation and approaches to learning.